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Getsempena English Education Journal
ISSN : 2355004x     EISSN : 25026801     DOI : -
Core Subject : Education,
Getsempena English Education Journal (e-ISSN 2502-6801) is a periodical scientific publication dedicated to lecturers, students and educational observers to disseminate relevant research, thought and research results in the field of English. Any visitor to this site can browse abstracts, read journal contents and download PDF files.
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Articles 87 Documents
LANGUAGE UNIVERSALS AND UNIVERSAL INPUT CONDITIONS (SIUSANA KWELDJU) ZA, Maulizan
Getsempena English Education Journal Vol 2, No 2 (2015)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

This essay discusses about human language, human have the common system in their language. The same system of the languages is called as Language Universals. it can be assumed that Language Universals or known as Linguistic Universals is a pattern that occurs systematically across natural languages. Key Words: Language, Input and Condition 
THE ANALYSIS OF SYNTACTICAL INTERFERENCE IN ENGLISH PHRASES IN STUDENTS’ WRITING (A Descriptive Study at the Second Grade Students of SMP 2 Kuta Baro, Aceh Besar) Chaira, Salwa; Topan, Diana
Getsempena English Education Journal Vol 4, No 1 (2017)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

This qualitative-descriptive research attempts to describe Indonesian interference in building English phrases in writing. The research was undertaken to the second year students of SMP 2 Kuta Baro, Aceh Besar. This study aims to verify the Indonesian interference made by students in English phrases. The data were collected through document analysis which then the sample was selected to be analyzed. The sample of this study was twelve narrative texts composed by the students. The finding of data analysis reveals that there are some syntactical interference samples made by them as in scenery roads, voice strange, morning Sunday, water bath, garden flower, and advice future. These are resulted from Indonesian interference because they applied Indonesian structure in building English phrases. In conclusion, the research result shows that the students have lack of grammar knowledge in constructing English phrases. Therefore, they borrow Indonesian structure as a solution for their difficulties. For this reason, the teaching should focus more on how to build English phrases correctly by giving many samples of nounʸ + nounˣ (where nounˣ means head and nounʸ means modifier) pattern all well as explaining the rule in English as the target language they are learning. It hopes that they will not transfer the Indonesian pattern when they are writing in English.Keywords: interference, syntactical, phrases
An Analysis Of English Lesson Plan Academic Year 2012/2013 At The First Semester Of MAS Darul Ulum, Banda Aceh Mulyani, Mulyani; Kasim, Usman
Getsempena English Education Journal Vol 2, No 1 (2015)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

To conduct teaching English in the classroom, a teacher requires good preparations such as lesson planning preparation. Lesson plan needs to be developed by a teacher as a direction or road map towards all activities to be done by the teacher and students in the classroom in order to achieve one or more specific competencies appropriately and effectively. There are some English teachers who still face difficulties in developing effective and systematic lesson plans for a teaching program. In fact, they tend to imitate or even copy the ones provided in the textbook and the internet. The scarcity of English teachers in having trainings and workshops related to teaching, syllabus, and lesson plan development was also the problem in this study. Furthermore, the research conducted related to or the same as this study in Indonesia is rare. Considering these problems, a study related to an analysis of English lesson plan academic year 2012/2013 at the first semester of Madrasah Aliyah Swasta (MAS) Darul Ulum, Banda Aceh was conducted. There were nine lesson plans analyzed as they were developed by the teacher for one semester.The objective of this study was to investigate whether the English lesson plans provided by the only teacher of English at the first semester of MAS Darul Ulum, Banda Aceh are appropriate with the Kurikulum Tingkat Satuan Pendidikan (KTSP) or school-based curriculum or not and to find out the difficulties encountered by the teacher of English in developing the English lesson plans in terms of non-component of lesson plan basis and component of lesson plan basis as well as the efforts made by the teacher to overcome the difficulties. For this purpose, the writer conducted a qualitative research employing four different techniques of research, namely, content analysis, questionnaire, interview, and documentary study.The qualitative data were obtained from the content analysis checklist, the questionnaire distributed to the teacher of English at the first semester of MAS Darul Ulum, Banda Aceh as well as the interview conducted to the teacher of English at the first year and the principal of MAS Darul Ulum, Banda Aceh, and also the document such as syllabus.The findings showed that the lesson plans developed by the teacher at the first semester of MAS Darul Ulum, Banda Aceh generally met the standard determined by the KTSP, Standard of Content, and Standard of Process. Specifically, all of the components of a lesson plan were covered in the lesson plans developed. However, there were deficiencies found in 6 components from most lesson plans developed by the teacher, namely, materials, methods of teaching, teaching activity, time allocation, resources, and assessments. The analysis of the questionnaire data verified by the interview data also showed that the teacher of English at the first semester of MAS Darul Ulum, Banda Aceh faced 5 difficulties related to non-component of lesson plan basis, namely, (1) lack of time because of high load of teaching, (2) lack of ability in matching between students’ aptitude/ability and appropriate method of teaching, (3) difficulty in developing lesson plan based on KTSP related to students’ individual differences, (4) difficulty in developing lesson plan based on KTSP related to students’ encouragement to be active learners, and (5) lack of ability in matching between technique of teaching and students’ learning styles. Meanwhile, the difficulties of component of lesson plan basis faced by the teacher were 4, namely, (1) difficulty in adjusting between materials of study and appropriate method, (2) difficulty in arranging the steps of teaching activity especially in pre-teaching stage, (3) difficulty in matching between methods or strategies and the competency to be achieved by the students, and (4) difficulty in matching between resources such as media or tools of learning and materials of study. Moreover, there were 4 efforts made by the teacher to overcome the problems of non-component of lesson plan basis, namely, (1) consulting to a colleague or the teacher in the similar subject of teaching, (2) learning from books, journals, and internet, (3) participating in Musyawarah Guru Mata Pelajaran (MGMP) or subject teacher discussion group, and (4) participating in seminars or workshops related to concept of teaching-learning, curriculum, syllabus and lesson plan development. Meanwhile, there were 5 efforts made by the teacher to overcome the problems of component of lesson plan basis, namely, (1) consulting to a colleague or the teacher in the similar subject of teaching, (2) learning from books, journals, and internet, (3) participating in MGMP, (4) conducting classroom action research, and (5) participating in seminars or workshops related to curriculum, syllabus and lesson plan development. It suggests that the teacher still has a few problems and deficiencies related to the teacher’s competence and pedagogic competence especially in terms of developing lesson plan. However, in terms of efforts conducted to overcome the difficulties, it suggests that the teacher is a teacher who has good personality competence. Key Words: Analysis, Lesson Plan, School-Based Curriculum, Standard Of Competency, Basic Competence, Indicators Of Competency Achievement
THE USE OF DIRECT STRATEGIES IN READING COMPREHENSION (A Descriptive Study at Senior High School Al-Falah Abu Lam U Aceh Besar) Rusmiati, Rusmiati; Kamalina, Kamalina
Getsempena English Education Journal Vol 3, No 2 (2016)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

The purpose of this research is to know the direct strategies used by students in reading comprehension at SMA Islam Al-Falah Abu Lam U. The subject of this research is the first grade students of XI 1 at SMA Islam Al-Falah Abu Lam U. Descriptive qualitative method is used to describe the strategies used by students in reading comprehension. The data of this research were obtained by using observation, questionnaire and interview. They are analyzed by using a descriptive explanation. The result show that the students at SMA Islam Al-Falah Abu Lam U used many cognitive strategies in reading comprehension, such as word by word translation, meaningful translation, use dictionary, underlying of keyword and many others. The use of these strategies is to help students in reading comprehension, namely to comprehend the text easily and rapidly. The cognitive strategies that frequently used by students were; using dictionary (resourcing), translated word by word (repetition), reading the title and imagines what the text might be about (summarizing), and reading with comprehend every paragraph to understand whole text (deduction). Keywords: Direct Strategies and Reading Comprehension
IMPROVING SPEAKING ABILITY OF THE ELEVENTH YEAR STUDENTS OF SMA LABORATORIUM UNSYIAH BANDA ACEH BY USING TIME TOKEN ARENDS TECHNIQUE Sukmayati, Sukmayati
Getsempena English Education Journal Vol 1, No 2 (2014)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

This research is intended to investigate the effect of Time Token Arends Technique application in teaching speaking to the eleventh grade students of Senior High School (SMA) Laboratorium Unsyiah Banda Aceh. The main purpose was to know whether the students who were taught by using Time Token Arends Technique would get a better performance in their speaking compared to those who were not. The topic given to the students was the expression of asking and giving opinion and suggestion. The population and sample of the study was the eleventh year students of SMA Laboratorium Unsyiah Banda Aceh which consists of 58 students; 29 in each class. The data of this research was collected by giving the pre-test and post-test. The data was analyzed using statistical formula including mean, standard deviation, and t-test. The result of the data analysis can be seen from the result of the post-test of the experimental and the control group. The mean of the post-test of the experimental group was 48,97 while the mean of the control group was 38,10. The mean score of the pre-test of the experimental group was 35,52 and the mean score of the experimental group was 48,97. In order to prove the hypothesis, the t-test score of the experimental group was compared with t-table score, it shows that the result of t-test of the post-test of experimental group was 2,279 while the result of t-table at a level of significance with a = 0,05 is 2,048. It indicates that the t-test score is higher than the t-table 2,048. It means that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. So, it can be concluded that the students who were taught by using Time Token Arends Technique have a better performance than those who were not. As the follow up for this research, it is suggested that English teachers should use various technique in teaching. In teaching speaking, Time Token Arends Technique can be an alternative technique to be applied.Key Words : Speaking Skills, Time Token Arends Technique
THE ANALYSIS OF ENGLISH NATIVE SPEAKER AND ESL TEXTS USING FARS APPROACH Mulyani, Mulyani
Getsempena English Education Journal Vol 4, No 2 (2017)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

This research was a comparison of ESL’s and native speaker (NS)’s texts in achieving a coherent text. This study aims at investigating the frequency or the number of occurrence of relations, hierarchical structures, and functional relations; paratactic and hypotactic and also to find out the recursiveness occurrences within schema constructed as well as the explicitness of signalling from the two texts analyzed. Both texts were scrutinized based on FARS approach. Each of the texts was segmented into several segments, categorized based on FARS relations and determined in terms of functional relations. The findings indicate that the ESL learner’s text was the hypotactic relation which tends to dominantly use cohesive devices or conjunctions within the text in order to elicit a coherent text. On the other hand, there is an equal number of paratactic and hypotactic relation in NS’s text as it shows the dominant use of elaborative relation in the text. Referring to recursiveness occurrence, text 1 (NS) has three highest occurrences of recursiveness; Elaboration Amplification, Framing and Elaboration Extension, while text 2 (ESL) has two occurrences; Elaboration Amplification and Framing. Then, in text 1, it is implicitly comprehended that the writers apply implicit signalling beyond the clauses indicated by the low occurrence of conjunctions which shows higher English proficiency of the writers. However,  text 2 does not employ any implicit signalling identified by higher number of conjunctions employment beyond the clauses. All of these features found in the texts are possibly linked to the linguistic, type of texts and cultural backgrounds of the writers. Keywords: ESL, NS, Paratactic, Hypotactic, FARS Approach, Recursiveness.
THE IMPLEMENTATION OF ROLE PLAY TECHNIQUE IN TEACHING SPEAKING (AN EXPERIMENTAL STUDY TO THE FIRST YEAR STUDENTS OF SMP N 8 NAGAN RAYA) ZA, Maulizan
Getsempena English Education Journal Vol 3, No 1 (2016)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

This study study aimed to examine whether there is a significant difference in the speaking mastery of students between those who are taught using role play and traditional technique. The subjects of the study were all students of First grade students of SMPN 8 Nagan Raya. The population in this research is the first grade students which consist of 42 students from two classes. In this research, the researcher does not take any sample. The subject of this researcher is the population; 42 students. The population was divided into two groups; 21 students were experimental group and 21 students were control group. The data collected through pre-test and post-test. The pre-test was given to control and experimental group. The scores were obtained to know whether the means of the two groups were not significantly different. From the result of data analysis on the students’ score in pre-test found that the mean score of experimental group was 50.71, the mean score of control group was 49.61, the t-value was 0.64, and the t-critical was 1.684. From the result above, it is found that there is no significant difference between two mean because t-value is smaller than t-critical. Therefore, it can be concluded that experimental and control groups had same English ability at the time of the test. The result of data analysis on the students’ score of post-test, it was found that the mean score of experimental group was 70.14, the mean score of control group was 54.67, t-value was 18.31 and t-critical was 2.021. From the result above, it is found that there is a significant difference between two means because t-value is greater than t-critical. Therefore, it can be concluded that the students who were taught by using role play gave better result compared the using speaking through traditional technique. Keywords: Role Play, Speaking, Mastery
CIRCUMSTANTIAL ADJUNCTS USED IN THE TALE “THE TAMING OF THE SHREW” Nurhasanah, Nurhasanah
Getsempena English Education Journal Vol 4, No 2 (2017)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

The study deals with the use of circumstantial adjuncts in the tale “ The Taming of the Shrew”. The sources of data were adopted from one of the six tales from Shakespeare which are retold by E.F Dood, namely “ The Merchant of Venice”, “The Tempest”, “Julius Caesar”, “The Taming of the Shrew”, “King Lear”, and “Macbeth” from which “The Taming of the Shrew” was taken as sample. Descriptive analysis technique is used to find new evidence to prove the thruth of the story. It is also used to find out the dominant type of circumstantial adjuncts used in the tale. The finding indicates that only eight of the nine types of circumstantial adjuncts were found in the tale. Through the analysis done the dominant type that usually occurs is location. Meanwhile circumstantial adjunct of angel is the only type which is not found in the tale. Keywords: Circumstantial Adjuncts
A REPORT OF TEXTBOOK ANALYSIS (Scaffolding English for Junior High School Students) Qamariah, Hijjatul
Getsempena English Education Journal Vol 3, No 1 (2016)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

In this paper, the textbook of junior high school entitled Scaffolding: English for Junior High School Students is analyzed. To this end, types of syllabus containing in the book are firstly explored.  Then, it is argued what types of syllabus is dominantly governed the textbook by examining the content, activities and tasks in the textbook. It is revealed that the textbook predominantly instructed by structural syllabus with an approach of genre-based syllabus. However, the book is lacked of communicative approach even though the activities designed are aimed at increasing communicative competence of the students.  Finally, the suggestion is made for the perfection of the textbook. It is recommended that to be more communicative in teaching and learning language, teacher can manipulate some activities in the textbook to be more expressive and real. In addition, the translation in every instruction of the task is not a good point of this textbook. It is supposed to be the learners acquire it as they are emergent in the process of learning. It will be meaningful for the learners when they understand by themselves without any translation provided. Key words: communicative curriculum, syllabus, textbook analysis
WHAT DO OUR STUDENTS WANT? A CASE STUDY OF EFL SPEAKING STUDENTS’ VIEW OF ACTIVITIES IN SPEAKING CLASSROOM Qamariah, Hijjatul
Getsempena English Education Journal Vol 4, No 1 (2017)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Abstract

Students’ beliefs or perspectives have been essential inputs for reflection and improvement of the teaching and learning of English. Knowing their interest and what they want will lead to a better and effective teaching and learning process. Thus, this case study attempted to find out the students’ view of activities in the speaking classroom. Students’ perspective and ideas toward activities, teachers’ role and students’ interest in topic and materials in speaking classroom are identified. To achieve this objective, 12 students were involved. The data were obtained through the interviews with the students who took speaking class. The interview was conducted by using focus group interview. Findings revealed that most of communicative activities such as drama, role play, storytelling, group works, dialogue, etc should be applied in speaking classroom. The involvement of teacher in speaking activities was also crucial, most of the students stated that teacher should make rule and always keep the target of the activities. In addition, teachers should always provide feedback and motivation, and also perform punishment and rewards practice. Results also indicated that in order to be able to speak and think more creative, students suggested authentic materials and familiar but also challenging topics should be provided. Moreover, topic such as current issues, tourism, lifestyle and history were also chosen by them as topics they are interested to learn. Keywords: view, EFL students, speaking, activities